Tertiary Education and Economic Growth: The Bank Strategy Brazil HD Team Seminar 7 February 2006.

Tertiary Education and Economic Growth: The Bank Strategy

Brazil HD Team Seminar7 February 2006

the future of tertiary education?

outline of the presentation...

main messagesfit with overall Bank strategyrole of the World Bank

main message # 1

social and economic progress is achieved principally through the advancement and application of knowledge

World Development Report 1998/99

knowledge is a key factor in the difference between poverty and wealth

0

2

4

6

8

1958

1962

1966

1970

1974

1978

1982

1986

1990

Rep. of Korea

Ghana

GDP Thousands of 1985 US dollars

Difference attributed to knowledge

Difference due to physical and human capital

Korea vs. GhanaKorea1950s: growth of public tertiary education with tuition fees1960s: government financial incentives to promote private tertiary sector growth1970s and 80s: development of science and engineering programs1990s: emphasis on quality assurance, R&D, accountability, performance-based funding

Ghana vs. KoreaGhana1950s 1970sslow growth of free public tertiary education1980s: initiation of reforms: quality, financial sustainability, expansion of public tertiary education1990s: weak application of reform programs

Korea vs. Ghana

evolution 1960-2000enrollment rateKorea: 5% to 80%Ghana: remained at 2%

private sector enrollmentKorea: 75% of total Ghana: 6% of total

public expenditure per studentKorea: increase from $2.700 to $4.500 Ghana: decrease from $1.200 to $850

tertiary education linkages with economy and labor marketKorea: strongGhana: weak

main message # 2

to increase national productivity, tertiary education is necessary:

to create, disseminate and apply knowledge

to achieve the MDGs

to build local capacities

Tsunami26 December 2004

disaster preparednesssismology

vulcanology

climatology (floods, tsunamis, droughts, etc.)

understanding of global issues

main message #3

tertiary education systems in most developing and transition countries are not adequately prepared to play these roles of knowledge acquisition and capacity building

long-standing challenges

financially sustainable expansionequity in accessquality and relevancegovernance and management

new challenges

new education and training needsincreased competition and emergence of new providers (borderless education)potential of new information & communication technologies

changing education and training needshigher skill levels

FemaleMale relative earning gaps are increasing

Males

-221636

-154036

-14737

-46038

-124541

-12543

-182950

-132053

-282457

-201660

-191464

-257778

-122979

-405090

-729100

-3125102

-19105152

% index260

100 40

Below upper secondary

Tertiary-type B

Tertiary-type A and advanced research

Females

-39015

-101425

-164536

-191846

-273148

-203258

-93458

-261659

-311860

-253763

-42-570

-301570

-282772

-12476

-234380

-332683

-373388

-3042106

100

Source: Table A14.1 in OECD 2003

200

40


Tertiary-type B


Figure 1. Relative Earnings with Income from Employment (2001)-Femalesby level of educational attainment and gender for 25 to 64-year-olds (upper secondary education=100)

Sheet1

Table A14.1

Relative earnings of the population with income from employment by level of educational attainment and gender for 25 to 64-year-olds and 30 to 44-year-olds (upper secondary education =100)

Below upper secondaryPost-secondary nontertiaryTertiary-type BTertiary-type A and advanced researchAll tertiary educationBelow upper secondaryTertiary-type BTertiary-type A and advanced researchAll tertiary education

25-6430-4425-6430-4425-6430-4425-6430-4425-6430-4425-6425-6425-6425-64

(1)(2)(3)(4)(5)(6)(7)(8)(9)-10

Italy1998Females6156mm0x(8)115114115114-39n/a15-15

Denmark2000Females908992109114112125122123121-101425-23

Norway2000Females8488121118145151136138137139-164536-37

Australia1999M+F8179112118118118146146136136-191846-36

Netherlands1997Females7373120124131136148154146152-273148-46

France1999Females8081133108132139158165145152-203258-45

Australia1999Females9189116113134132158158150148-93458-50

Germany2000Females7473128127116118159158141142-261659-41

Korea1998Females6975mm118138160181141164-311860-41

Switzerland2002Females7576122124137146163171154162-253763-54

Ireland1998Females585980829581170166140133-42-570-40

Canada1999Females70679889115115170184139144-301570-39

Czech Republic1999Females7275aa127124172176170174-282772-70

Finland1999Females9996mm124123176172145141-12476-45

Hungary2001Females7780128124143128180174179174-234380-79

United States2002Females6766120123126129183189176180-332683-76

Portugal2000Females6358mm133139188206170185-373388-70

United Kingdom2002Females7074mm142133206216183183-3042106-83

Denmark2000M+F8785100106110111127123124121-131027-24

Italy1998M+F5857mm0x(8)127126127126-42n/a27-27

Norway2001M+F8590124120155155132133135135-155532-35

Netherlands1997M+F8584121119139131144139144138-153944-44

Korea1998M+F7880mm106113147142135134-22647-35

Ireland1998M+F77796968108114153153138137-23853-38

Canada1999M+F8079102100113113163167136137-201363-36

Germany2000M+F7680115114117116165163145143-241765-45

Switzerland2003M+F7979114116147150167165159159-214767-59

France1999M+F8484130112125133169174150155-162569-50

United Kingdom2003M+F6768mm128124174181159161-332874-59

Czech Republic1999M+F6870aa151151180182179181-325180-79

Finland1999M+F9694mm120115190179153144-42090-53

Portugal2001M+F6258mm141146192202178187-384192-78

United States2003M+F7069121122123122195192186183-302395-86

Hungary2001M+F7778131126164144210203210202-2364110-110

Ireland1998Males78838055116125136142130135-221636-30

Norway1999Males8589118116140143136138136138-154036-36

Denmark2000Males86839194107107137134131128-14737-31

Italy1998Males5455mm0x(8)138142138142-46n/a38-38

Netherlands1997Males8886126121145130141133142132-124541-42

Korea1998Males8890mm105109143136132129-12543-32

Switzerland2001Males8282113109129130150146141139-182950-41

Australia1999Males8785111116120122153152141142-132053-41

United Kingdom2001Males7267mm124126157162147151-282457-47

Canada1999Males8078102101116117160159138137-201660-38

Germany2000Males8188114117114112164163143141-191464-43

Czech Republic1999Males7577aa177182178176178177-257778-78

France1999Males8886130118129137179182159163-122979-59

Portugal1999Males6057mm150155190194180185-405090-80

Finland1999Males9390mm129125200188167159-729100-67

United States2001Males6969123125125125202199193190-3125102-93

Hungary2001Males8181140137205182252253252253-19105152-152

Sheet2

Sheet3

Sheet4

Sheet5

Sheet6

Males

-221636

-154036

-14737

-46038

-124541

-12543

-182950

-132053

-282457

-201660

-191464

-257778

-122979

-405090

-729100

-3125102

-19105152

% index260

100

40



Tertiary-type B


Figure 1. Relative Earnings with Income from Employment (2001)-Malesby level of educational attainment and gender for 25 to 64-year-olds (upper secondary education=100)

Females

-39015

-101425

-164536

-191846

-273148

-203258

-93458

-261659

-311860

-253763

-42-570

-301570

-282772

-12476

-234380

-332683

-373388

-3042106

% index220

100

40



Tertiary-type B


Sheet1

Table A14.1

Relative earnings of the population with income from employment by level of educational attainment and gender for 25 to 64-year-olds and 30 to 44-year-olds (upper secondary education =100)

Below upper secondaryPost-secondary nontertiaryTertiary-type BTertiary-type A and advanced researchAll tertiary educationBelow upper secondaryTertiary-type BTertiary-type A and advanced researchAll tertiary education

25-6430-4425-6430-4425-6430-4425-6430-4425-6430-4425-6425-6425-6425-64

(1)(2)(3)(4)(5)(6)(7)(8)(9)-10

Italy1998Females6156mm0x(8)115114115114-39n/a15-15

Denmark2000Females908992109114112125122123121-101425-23

Norway2000Females8488121118145151136138137139-164536-37

Australia1999M+F8179112118118118146146136136-191846-36

Netherlands1997Females7373120124131136148154146152-273148-46

France1999Females8081133108132139158165145152-203258-45

Australia1999Females9189116113134132158158150148-93458-50

Germany2000Females7473128127116118159158141142-261659-41

Korea1998Females6975mm118138160181141164-311860-41

Switzerland2002Females7576122124137146163171154162-253763-54

Ireland1998Females585980829581170166140133-42-570-40

Canada1999Females70679889115115170184139144-301570-39

Czech Republic1999Females7275aa127124172176170174-282772-70

Finland1999Females9996mm124123176172145141-12476-45

Hungary2001Females7780128124143128180174179174-234380-79

United States2002Females6766120123126129183189176180-332683-76

Portugal2000Females6358mm133139188206170185-373388-70

United Kingdom2002Females7074mm142133206216183183-3042106-83

Denmark2000M+F8785100106110111127123124121-131027-24

Italy1998M+F5857mm0x(8)127126127126-42n/a27-27

Norway2001M+F8590124120155155132133135135-155532-35

Netherlands1997M+F8584121119139131144139144138-153944-44

Korea1998M+F7880mm106113147142135134-22647-35

Ireland1998M+F77796968108114153153138137-23853-38

Canada1999M+F8079102100113113163167136137-201363-36

Germany2000M+F7680115114117116165163145143-241765-45

Switzerland2003M+F7979114116147150167165159159-214767-59

France1999M+F8484130112125133169174150155-162569-50

United Kingdom2003M+F6768mm128124174181159161-332874-59

Czech Republic1999M+F6870aa151151180182179181-325180-79

Finland1999M+F9694mm120115190179153144-42090-53

Portugal2001M+F6258mm141146192202178187-384192-78

United States2003M+F7069121122123122195192186183-302395-86

Hungary2001M+F7778131126164144210203210202-2364110-110

Ireland1998Males78838055116125136142130135-221636-30

Norway1999Males8589118116140143136138136138-154036-36

Denmark2000Males86839194107107137134131128-14737-31

Italy1998Males5455mm0x(8)138142138142-46n/a38-38

Netherlands1997Males8886126121145130141133142132-124541-42

Korea1998Males8890mm105109143136132129-12543-32

Switzerland2001Males8282113109129130150146141139-182950-41

Australia1999Males8785111116120122153152141142-132053-41

United Kingdom2001Males7267mm124126157162147151-282457-47

Canada1999Males8078102101116117160159138137-201660-38

Germany2000Males8188114117114112164163143141-191464-43

Czech Republic1999Males7577aa177182178176178177-257778-78

France1999Males8886130118129137179182159163-122979-59

Portugal1999Males6057mm150155190194180185-405090-80

Finland1999Males9390mm129125200188167159-729100-67

United States2001Males6969123125125125202199193190-3125102-93

Hungary2001Males8181140137205182252253252253-19105152-152

Sheet2

Sheet3

Sheet4

Sheet5

Sheet6


flexibility to adapt to change

changes in job task-skill demands in the USA (1960 1998)

Source: Autor, Levy, and Murnane (2003) The Skill Content of Recent Technological Change: An Empirical Exploration, Quarterly Journal of Economics.

Chart1

00000

21.40.80-1

42.71.7-0.2-2

6.64.11.1-1.8-3.2

9.25.80.2-3.3-4.5

11.87.3-1.4-5.9-5

13.48.3-2.7-7.7-5.5

Expert Thinking

ComplexCommunication

Routine Manual

Routine Cognitive

Non-Routine Manual

Expert Thinking

Complex Communication

Routine Manual

Routine Cognitive

Non-Routine Manual

Percentile Change

Sheet1

1969197419791984198919941998

Expert Thinking0246.69.211.813.4

Complex Communication01.42.74.15.87.38.3

Routine Manual00.81.71.10.2-1.4-2.7

Routine Cognitive00-0.2-1.8-3.3-5.9-7.7

Non-Routine Manual0-1-2-3.2-4.5-5-5.5

Sheet2

Sheet3

Sheet4

Sheet5

Sheet6

PISA results for selected countriesOECD Average

Chart7

12.48262629824.88503762226.8736539926.0279666813.5378560488.0999450405

36.79381405452.0200914250.00062603763.25039954743.9983574521.6998325525

67.69781940379.56703689175.23959665590.56583409178.33716723844.5624607245

88.5457667395.19228968491.75666499398.789980308295.37667787371.7980725805

96.226981218699.528136861998.0793625199.946177233399.517271448291.8841354775

99.999999999799.9999999998100.0000000006100.000000000299.9999999999100.0000000001

Turkey

Mexico

Brazil

Indonesia

Thailand

OECD total

PISA Proficiency Level

Cumulative % of Learners

old_graph

updated_graph

Table 6.1

Percentage of students at each level of proficiency on the reading scale

CountryProficiency levels

Below Level 1(below 335 score points)Level 1(from 335 to 407 score points)Level 2(from 408 to 480 score points)Level 3(from 481 to 552 score points)Level 4(from 553 to 625 score points)Level 5(above 625 score points)

%%%%%%

Mexico24.927.127.515.64.30.5

Turkey12.524.330.920.87.73.8

Brazil26.923.125.216.56.31.9

Indonesia26.037.227.38.21.20.1

Thailand13.530.534.317.04.10.5

OECD total8.113.622.927.220.18.1

CountryCumilative Proficiency Levels


flexibility to adapt to change

need for continuing education

from innocence

to wisdom

South Korea and Brazil

19601980200080%3%17%49%42%9%18%55%26%

Chart8

40-40

8.7-8.7

1.3-1.3

20.8-20.8

24.6-24.6

4.6-4.6

9.2-9.2

27.6-27.6

13.15-13.15

DATA_15

IndiaKoreaArgentina

Primary48.4-48.4Primary40-40Primary41-41

Secondary1.4-1.4Secondary8.7-8.7Secondary7.4-7.4

Tertiary0.15-0.15Tertiary1.3-1.3Tertiary1.6-1.6

Primary39.6-39.6Primary20.8-20.8Primary33.55-33.55






PakistanMalaysiaBarbados






Tertiary0.85-0.85Tertiary1-1Tertiary2.1-2.1




BangladeshPhilippinesBelize





Secondary7.25-7.25Secondary13-13Secondary11-11


Primary41.5-41.5Primary18.1-18.1Primary00

Secondary7-7Secondary20.3-20.3Secondary00

Tertiary1.5-1.5Tertiary11.6-11.6Tertiary00

IndonesiaSingaporeBolivia



Tertiary0.05-0.05Tertiary00Tertiary1.2-1.2






Tertiary2.25-2.25Tertiary5-5Tertiary6.5-6.5

Hong KongFinlandBrazil










FranceGermany, WestChile










ItalyJapanColombia


Secondary8.3-8.3Secondary22.4-22.4Secondary7-7








PolandNetherlandsCosta Rica







Primary18-18Primary14.6-14.6Primary33.2-33.2



RomaniaSwedenDominica



Tertiary1-1Tertiary3.2-3.2Tertiary0.25-0.25

Primary22.95-22.95Primary19-19Primary45.05-45.05




Secondary34-34Secondary30.7-30.7Secondary8.3-8.3


NorwayUnited KingdomDominican Rep.

Primary37.85-37.85Primary33.65-33.65Primary48-48









SpainUnited StatesEcuador




Primary33.1-33.1Primary3-3Primary33.9-33.9






ZimbabweUruguayEl Salvador










ZambiaVenezuelaGuatemala






Tertiary0.15-0.15Tertiary3.2-3.2Tertiary1-1




GhanaSt.Kitts& NevisGuyana




Primary36.7-36.7Primary00Primary36.25-36.25

Secondary13-13Secondary00Secondary13-13



Secondary12.85-12.85Secondary00Secondary20.05-20.05


TaiwanSt.LuciaHaiti










CanadaSt.Vincent & G.Honduras










U.S.S.R.ChinaJamaica










South AfricaDenmarkMexico



Tertiary00Tertiary7.35-7.35Tertiary0.65-0.65







KenyaPeruNicaragua


Secondary1.15-1.15Secondary6-6Secondary2.6-2.6








UgandaTrinidad & Tob.Panama



Tertiary00Tertiary0.35-0.35Tertiary1.1-1.1







SenegalParaguay

Primary47.55-47.55Primary44.95-44.95

Secondary2.2-2.2Secondary4.5-4.5

Tertiary0.25-0.25Tertiary0.5-0.5

Primary46.7-46.7Primary37.85-37.85



Primary44.7-44.7Primary34.05-34.05



DATA_15

00

00

00

00

00

00

00

00

00

00

00

Sheet2

Sheet3

Sheet4

Sheet5

Sheet6

university of the future? postgraduate studiesfirst degreecontinuing education

new providers

long distance competition

franchise universities

corporate universities

media companies, libraries, museums & secondary schools

education brokers

new forms of competition

new challenges

new education and training needsincreased competition and emergence of new providers (borderless education)potential of new information & communication technologies

samesameGEOGRAPHIC PLACETIME Physical mtgs.

Print-on-paper books, journals

Hands on labs, shops, studios

samesameGEOGRAPHIC PLACETIMEdifferentdifferentPhysical mtgs.

Print-on-paper books, journals

Hands on labs, shops, studiosShared notebook

Library reserves

Time-shared labs, shops, studios

AV ConferenceWeb searchOnline, real time instrumentsEmailAutonomous instruments

a brave new world

social and economic progress is achieved principally through the advancement and application of knowledge

World Development Report 1998/99

main message # 4

responsibility of the State:

to put in place an enabling framework that encourages tertiary institutions to be more innovative and responsive

role of the State

define a coherent national strategic vision and policy framework

establish an enabling regulatory environment

offer appropriate financial incentives

main message # 5

the World Bank Group can assist client countries by sharing international experience and mobilizing the resources needed to improve their tertiary education systems


main messagesfit with overall Bank strategy

fit with overall Bank strategy

tertiary education

reduces poverty through economic growth

conditions the achievement of most MDGs

strengthens the entire education system

poverty reduction through economic growth

knowledge for development framework (1999 WDR):

macroeconomic incentives & institutional regime

human capital base

information & telecommunication infrastructure

national innovation system

poverty reduction through economic growth

tertiary education contributes to the last two pillars by:

training a qualified and adaptable labor force

generating new knowledge

adapting global knowledge to local use to resolve concrete economic and social problems

supporting agriculture, environment, health and education to achieve the Millennium Development Goals (1990-2015)

Eradicate extreme poverty and hungerHalve the proportion of people with less than a dollar a day.Halve the proportion of people who suffer from hunger.2. Achieve universal primary educationEnsure that boys and girls alike complete primary schooling3. Promote gender equality and empower womenEliminate gender disparity at all levels of education.

achieving the Millennium Development Goals (contd)4. Reduce child mortalityReduce by two thirds the under-five mortality rate.

5. Improve maternal healthReduce by three quarters the maternal mortality ratio.6. Combat HIV/AIDS, malaria and other diseasesReverse the spread of HIV/AIDS.7. Ensure environmental sustainability8. Develop a global partnership for development

strengthening the entire education sector to achieve the education MDGs

teacher training & retraining

training of principals and system managers

curriculum development

education research & policy advice


main messagesfit with overall Bank strategyrole of the World Bank

contribution of the World Bank

policy dialogue and knowledge sharing on tertiary education reform

financing and technical assistance to support reforms

enabling framework for global public goods

role of the World Bank

policy dialogue and guidance informed by:

understanding of political economy

stakeholder consultations

relevant international experience



financing and technical assistance in support reforms

priorities for Bank involvement

support of reforms where:

adequate country knowledge is available

a need for change exists

political will to reform is expressed

menu of project interventions

system diversification & lifelong learningscience & technology developmentinnovations for quality and relevance access with equitysustainable financinggovernance and managementinformation & communication technologies



project lending to support reforms

enabling framework for global public goods

global public goods

brain drain / brain gain

quality assurance for borderless education

trade barriers (GATS)

ICT infrastructure (access and pricing)

intellectual property rights

global public goods:achievements so far

analytical work on international labor migration and diaspora

DGF grants for Asia, LAC and Africa

Africa connectivity initiative

open education resources

In particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevHumanoids With Attitude Japan Embraces New Generation of Robots By Anthony FaiolaWashington Post Foreign ServiceFriday, March 11, 2005; Page A01 TOKYO -- Ms. Saya, a perky receptionist in a smart canary-yellow suit, beamed a smile from behind the "May I Help You?" sign on her desk, offering greetings and answering questions posed by visitors at a local university. But when she failed to welcome a workman who had just walked by, a professor stormed up to Saya and dished out a harsh reprimand."You're so stupid!" said the professor, Hiroshi Kobayashi, towering over her desk."Eh?" she responded, her face wrinkling into a scowl. "I tell you, I am not stupid!"Truth is, Saya isn't even human. But in a country where robots are changing the way people live, work, play and even love, that doesn't stop Saya the cyber-receptionist from defending herself from men who are out of line. With voice recognition technology allowing 700 verbal responses and an almost infinite number of facial expressions from joy to despair, surprise to rage, Saya may not be biological -- but she is nobody's fool."I almost feel like she's a real person," said Kobayashi, an associate professor at the Tokyo University of Science and Saya's inventor. Having worked at the university for almost two years now, she's an old hand at her job. "She has a temper . . . and she sometimes makes mistakes, especially when she has low energy," the professor said.Saya's wrath is the latest sign of the rise of the robot. Analysts say Japan is leading the world in rolling out a new generation of consumer robots. Some scientists are calling the wave a technological force poised to change human lifestyles more radically than the advent of the computer or the cell phone. Though perhaps years away in the United States, this long-awaited, as-seen-on-TV world -- think "The Jetsons" or "Blade Runner" -- is already unfolding in Japan, with robots now used as receptionists, night watchmen, hospital workers, guides, pets and more. The onslaught of new robots led the government last month to establish a committee to draw up safety guidelines for the keeping of robots in homes and offices. Officials compiled a report in January predicting that every household in Japan will own at least one robot by 2015, perhaps sooner.Scientists and government authorities have dubbed 2005 the unofficial "year of the robot," with humans set to interact with their electronic spawn as never before at the 2005 World Expo opening just outside the city of Nagoya on March 25. At the 430-acre site, 15 million visitors are expected to mingle with some of the most highly developed examples of Japanese artificial intelligence, many of which are already on sale or will be within a year.Greeting visitors in four languages and guiding them to their desired destinations will be Mitsubishi Heavy Industries' yellow midget robot, Wakamaru. A trio of humanoid robots by Sony, Toyota and Honda will be dancing and playing musical instruments at the opening ceremony. Parents visiting the World Expo can leave their children in the care of a robotic babysitter -- NEC's PaPeRo -- which recognizes individual children's faces and can notify parents by cell phone in case of emergency.Also on display: a wheelchair robot now being deployed by the southern city of Kitakyushu that independently navigates traffic crossings and sidewalks using a global positioning and integrated circuit chip system. In June, Expo visitors can enter a robot room -- a more distant vision of the future where by 2020 merely speaking a word from your sofa will open the refrigerator door, allowing your personal robot assistant to deliver the cold beverage of your choice."We have reached the point in Japan of a major breakthrough in the use of robot technology and our society is changing as a result," said Kazuya Abe, a top official at NEDO, the national institute in charge of coordinating science research and development. "People are and will be living alongside robots, which are seen here as more than just machines. This is all about AI" -- artificial intelligence, Abe said -- "about the creation of something that is not human, but can be a complement or companion to humans in society. That future is happening here now."While employing a measure of new technology, many such robots are envisioned merely as new interfaces -- more user-friendly means of combining existing ways of accessing the Internet or reaching loved ones through cell phone networks.In the quest for artificial intelligence, the United States is perhaps just as advanced as Japan. But analysts stress that the focus in the United States has been largely on military applications. By contrast, the Japanese government, academic institutions and major corporations are investing billions of dollars on consumer robots aimed at altering everyday life, leading to an earlier dawn of what many here call the "age of the robot."But the robotic rush in Japan is also being driven by unique societal needs. Confronting a major depopulation problem due to a record low birthrate and its status as the nation with the longest lifespan on Earth, Japanese are fretting about who will staff the factory floors of the world's second-largest economy in the years ahead. Toyota, Japan's biggest automaker, has come up with one answer in moving to create a line of worker robots with human-like hands able to perform multiple sophisticated tasks.With Japanese youth shying from so-called 3-K jobs -- referring to the Japanese words for labor that is dirty, dangerous or physically taxing -- Alsok, the nation's second-largest security guard company, has developed a line of robo-cops. The guard robots, one version of which is already being used by a client in southern Japan, can detect and thwart intruders using sensors and paint guns. They can also put out fires and spot water leaks.It is perhaps no surprise that robots would find their first major foothold in Japan. Japanese dolls and toys, including a moving crab using clockwork technology dating to the 1800s, are considered by some to be among the first robots. Rather than the monstrous Terminators of American movies, robots here are instead seen as gentle, even idealistic creatures epitomized by Astroboy, the 1960s Japanese cartoon about an electronic kid with a big heart."In Western countries, humanoid robots are still not very accepted, but they are in Japan," said Norihiro Hagita, director of the ATR Intelligent Robotics and Communication Laboratories in Keihanna Science City near Kyoto. "One reason is religion. In Japanese [Shinto] religion, we believe that all things have gods within them. But in Western countries, most people believe in only one God. For us, however, a robot can have an energy all its own."A case in point is the Paro -- a robotic baby harp seal, developed with $10 million in government grants, that went on sale commercially this month for $3,500 each. All 200 units sold out in less than 50 hours.The seal is meant to provide therapy for the elderly who are filling Japanese nursing homes at an alarming rate while often falling prey to depression and loneliness.With 30 sensors, the seal begins over time to recognize its master's voice and hand gestures. It coos and flaps its furry white down in delight at gentle nuzzles, but squeals in anger when handled roughly.Researchers have been testing the robot's effect on the elderly at a nursing home in Tsukuba, about 40 miles northeast of Tokyo. During a recent visit by a reporter, the sad eyes of elderly residents lit up as the two resident robot seals were brought out. Tests have shown that the cute newcomers indeed reduce stress and depression among the elderly. Just ask Sumi Kasuya, 89, who cradled a seal robot while singing it a lullaby on a recent afternoon."I have no grandchildren and my family does not come to see me very often," said Kasuya, clutching fast to the baby seal robot wiggling in her arms. "So I have her," she said, pointing to the seal. "She is so cute, and is always happy to see me."Special correspondent Akiko Yamamoto contributed to this report.

2005 The Washington Post CompanyIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevSustainable transformation and growth in all sectors of the economy are not possible without the capacity building contribution of an innovative tertiary education system.

Global warming means more tropical storms: The accumulation of greenhouse gases -- principally carbon dioxide -- has driven world temperatures to new heights (2002 and 2003 tied for second place after 1998 as the warmest years ever). The seas are slowly heating up, too, providing more energy for tropical storms Climate models developed by tropical meteorologists predict significant changes in hurricane intensity as greenhouse gases accumulate in the atmosphere and add more heat to the oceans. According to Tom Knutson and Bob Tuleya, tropical climate modelers at the Princeton, N.J.-based Geophysical Fluid Dynamics Laboratory, we can expect a 20 percent increase in rainfall, and damage due to increased wind speeds might rise as much as 10 percent. [from September 19, Washington Post article.]. Now we are seeing hurricanes in parts of the world that never had themMarch 2004 witnessed the first hurricane in BrazilBrazilian meteorologists didnt even know how to name it, didnt have the experience, history, capacity to deal with this threat.

It will take a strengthened international environmental regime linked with scientific and research networks and institutions the world-over to predict, address and protect against the dangers of such storms

In countries such as the US, these predictive models and infrastructures exist, to a certain degree to protect populations living in coastal areasthis picture changes in much of the developing world

In particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevUpper secondary and non-tertiary education are the threshold levels for earnings in OECD countries. Every year added after this level is associated with higher level of earnings. People with the below upper-secondary level education are in disadvantage. Effects of mass introduction of computers in the workplace on demand for skills ==) new division of labor within firmsFigure displays trend for each of five types of tasks.Expert thinking: solving problems for which there are no rule-based solutions, e.g. research, forming and testing hypotheses, medical diagnosis and diagnostic in general (resolving discrepancies).Complex communication: interacting with humans to acquire information, to explain it, or to persuade others of its implications for action, e.g. persuading, selling, legal writing, managing others.Routine cognitive tasks: mental tasks that are well described by logical rules, e.g. maintaining expense reports, record keeping, repetitive customer service, bank teller.Routine manual tasks: physical tasks that can be well described using rules, e.g. counting and packaging pills, repetitive assembly.Non-routine manual tasks: physical tasks that cannot be well described as following a set of If-Then-Do rules instead, they require optical recognition and fine muscle control, e.g. janitorial services, truck driving.Each trend reflects changes in the numbers of people employed in occupations emphasizing that task.Importance of each task in US economy is set to 0 in 1969, value in each subsequent year represents percentile change in importance of each type of task in economy.Rules-based tasks (routine tasks) where computers can substitute for humans, have decline.

In middle income countries few students perform on PISA at the OECD averageBut not all middle income countries are the sameMexico, Thailand, Brazil and Indonesia have large number of students at the lower end of the distributionTurkey does better, with about 20 % at the top.

These graphs show evolution on educational attainment of population 15 years and older. The red bar represents the proportion that has achieved primary or lower; the blue bar indicated the proportion that has achieved some secondary education; and the green the proportion with higher education.Both countries were able to close the secondary education gap fast and in a balanced way.In particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevFrance: medicine courses with double shift and no questions asked to equalize opportunitiesIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevAfhaeoi navlkfdIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodev

Tertiary Education and Economic Growth: The Bank Strategy Brazil HD Team Seminar 7 February 2006.

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Transcript of Tertiary Education and Economic Growth: The Bank Strategy Brazil HD Team Seminar 7 February 2006.